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Rural School Consolidation 



BULLETIN OF INFORMATION 

ISSUED BY THE 

OKLAHOMA STATE BOARD 
OF EDUCATION 




1911 



R. H. WILSON, - - - - - State Superintendent 
E. F. PROFFIT, Inspector of Rural Schook 

Committee on Rural Schools 
A. C. SCOTT, ROBT. DUNLOP, W. E. ROWSEY 



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I have always been a firm believer in educating the farmer's 
child at home. I am further of the opinion that he is entitled to 
every advantage possible to be given him by the State in which he 
lives, believing that a better educated farming population will make 
a greater and better .State and Nation. I am thoroughly familiar 
with farm life, and realize that the greater per cent of the farmers 
are not so situated that they can send their boys and girls away 
from home, and pay the necessary expenses while attending the 
high school and college. These conditions have made me a strong 
advocate of a consolidated school system. 

Leaders of educational thought in all sections are advocating 
the consolidation of schools. Practically all of the county super- 
intendents, of Oklahoma are in favor of the movement, and they 
should be supported in their efforts to establish this system. In 
urging consolidation of schools in Oklahoma, I realize that while 
in many communities the conditions are ideal, there are also other 
communities in which consolidation is next to impossible. I would 
not advise that any consolidated school district be formed, (with 
a view to transporting the children), which has a valuation of less 
than $300,000.00. It is my belief that such a condition would be 
burdensome. On the other hand, I insist that in all districts of 
$400,000.00 valuation, it is advisable, and in districts where as 
much as $500,000.00 valuation could be had, there is but little argu- 
ment that can be offered in opposition to consolidation with trans- 
portation. 

I do not advise consolidation where it has to be done by a bare 
majority of those interested in the school. A very strong minority 
opposing a bare majority will oftentimes make school matters 
very unpleasant. My experience has been that harmony in school 
affairs is one of the essentials to the success of the school. 

The first step toward consolidation should be to secure the as- 
sistance and co-operation of the county superintendent, and be 
governed by his advice throughout, in these matters. For the pur- 
pose of encouraging the organization of a system of consolidated 
schools, the State Board of Education instructed its committee on 
rural schools to collect information and publish a bulletin Thev 
have proceeded under many difficulties. This bulletin undertakes 
to explain bow consolidated schools may be organized and main- 
tained, and sets forth the comparative cost, and the amount of mon- 
ey that will be available from the State to aid the movement in 
each county. 

My purpose in urging the Legislature to pass a law granting 



State aid to consolidated schools, was to create a greater interest 
in such schools. I realize that the amount of money available from 
the State under the present law is inadequate to carry to comple- 
tion so great an undertaking- as organizing our schools into a con- 
solidated system. I believe, however, that in the not far distant 
future the Legislature of this State will assist and encourage con- 
solidated schools in a far more liberal way than it has by the recent 
appropriation. This may be done by appropriating more of the 
-funds derived from the public building lands or by a direct levy. 

My understanding of the present law is that each county will 
be apportioned its share of the money according to school popula- 
tion and that the apportionment of each county will then be divid- 
ed among the consolidated schools of that county. This bill is in- 
cluded in full in this bulletin and from it you can learn the require- 
ments which must be met in order to receive aid from this fund. 

It is our purpose to encourage the up-building of the common 
schools. We feel that when the common schools have been prop- 
erly provided for, the State institutions will take care of 
themselves. The tendency of the last Legislature was to assist the 
common schools more than has ever been done in the past. We 
trust that the interest of the country may be so aroused that this 
tendency may be stronger in the next Legislature and so on until 
we have effected the desired results and every child in the State 
of Oklahoma is within reach of a graded school. 

Very truly yours, 

R. H. WILSON, 
September 7th, 1911. State Superintendent- 



CONSOLIDATION OF RURAL SCHOOLS. 

The State Board of Education is heartily in favor of the con- 
solidation of rural school districts, as provided for by the laws of 
Oklahoma. There is no reason why the boys and girls of the farm 
should not have, at their own homes, the same (or equivalent) ad- 
vantages of education that the boys and girls of the town have 
the only way we see to bring this about is b V a system which shali 
make it possible: 

First, to grade the country schools more effectively; 

becond, to provid more efficient teachers ; 

1 bird, to secure better supervision ; 

Fourth to provide for additioanl instruction above the eighth 
grade as the circumstances jusitfy it. ' 

n1iI h ^- f ° r T. in i5 of , Iar ? er districts from smaller ones will accom- 
plish this. It has already accomplished it in many places. It is no 

ItTs W^v'^TKr ^ ^ thC C °T7 at lar ^ e ° r in our ow « ^ate. 
tionallv -rfth S , ed m ,f VCra u ° f the Progressive states, educa- 

overltinnV nv?^ ¥°? than a SCOre of such sch ^ls are in 
operation in Oklahoma. So far as this Board is advised not one 
of these schools, either in other states or in our own state has re- 
ported that it would be willing to go back to the old system. 
What is Meant by Consolidation. 

By consolidation of schools is meant the uniting of two, three 
or more small schools into one large and strong school possessing 
a comfortable and -sanitary building, two or more goj teachers 
and reasonable facilities for work. In many respects it is desirable 
butTe? If € ab ° Ut a S T I! T illa?e and t0 Place'the ^nVding th're! 
oui^rv cr^oads 80 ^ 117 *' SCh001 Sh ° Uld " 0t be Iocated at the 
foster fhe ™«? u 7 6 P u U rP° se / m a "y event, is to continue and 
and not to l?I^ s t chool >-while enlarging its scope and efficiencv,- 
and not to seek to make it over into a town or city school 

tion of nZk n T, eSSary mCide n t ° f consoli dation is the transporta- 
o • van S P ar P r an 'p-Jtn K S ffenera "y accomplished by covered wagons 
or vans, arranged to be warmed when necessarv each wao-on hnM 
ing from fifteen to twenty children and in charg of a m!n of It 
proved character and habits. There are those who claim that this 
cannot be successfully done. The all-sufficient answer i la ' 
dated Zrf" 117 and satisfact °rily done, both in many consol 
d t,fe Ti nCtS !? ° Ur ? wn State and in multitudes of places in other 
States The subject of transportation is one of the greatest Amb- 
ling blocks in the way of the adoption of the system and it wSlbe 
referred to again under the heading of "Cost » 



Facts About Consolidation. 

1. The first consolidated school was in Massachusetts in 1874. 

2. Thirty-two States have a partial system of consolidated schools. 

3. Massachusetts has consolidated schools in every county. 

4. Indiana has consolidation in eighty-two out of ninety-two counties. 

5. In North Dakota, the number of consolidated schools doubled in 
the last two years. 

6. More consolidated school buildings were constructed in the United 
States in the past five years than during the twenty-five years pre- 
ceding. 

7. In 1889 Massachusetts spent $22,118.38 for tarnsportation; in 1908, 
she spent $292,213.33. 

8. In Virginia, the expenditure for transportation in 1908 was twelve 
times as much as it was in 1905. 

9. Consolidation has been as successful in one section of the Untied 
States as another. 

10. Not an instance is known where a consolidated school has been 
abandoned to return to the small district system. 

11. In consolidated schools, twice as many pupils finish the eighth 
grade as in the same districts before consolidation. 

12. One pupil out of every six enrolled in consolidated schools, goes to 
high school, while only one out of every thirty-six enrolled in the 
district school attends high school. 

13. The average cost of schooling per pupil per day is less in consoli- 
dated than in the small district schools. 

14. Twenty-seven per cent, more of the school population attends school 
after the districts are consolidated than attended in the same dis- 
tricts before consolidation. 

15. Children start to consolidated schools seven-tenths of a year older, 
on the average, and finish the eighth grade two-thirds of a year 
younger than in district schools. The passing point is in the fourth 
grade. 

16. Of the six million country boys and girls in the United States, two- 
thirds of them are in sections where they may be accessible to con- 
solidated schools. 

17. An assessed valuation of $500,000.00 is sufficient to support a con- 
soldated school without burdensome taxation. A much less valua- 
tion is sufficient in many localities. 

18. Experience has shown that consolidation is most successful in dis- 
tricts of an area of from twenty-five to thirty-six square miles and 
that children should not be hauled a greater distance than six miles. 
The length of time on the road should not exceed an hour. 

Summary of the Advantages of Consolidation. 

Consolidation will insure : 

1. Larger area and greater wealth of district, guaranteeing the school 
a sound financial basis. 

2. Better buildings and permanent improvements. 
3- Better roads. 

4. Better equipment and more of it. 

5. Usable libraries. 

6. A smaller number of teachers, each especially prepared for his par- 
ticular work. 

7. Longer terms of school. 

8. Pupils more properly graded and classified. 

9. Longer class periods and better results in the same length of term. 

10. More thorough work in the upper grades. 



11. That pupils will remain in school from two to four years longer. 

12. Opportunity for country children to remain at home and secure 
training in the higher branches. 

13. Advantages of special subjects, such as music, drawing, and agricul- 
ture. 

14. A larger number of pupils in regular attendance, larger classes, and 
accordingly greater interest. 

15. More attractive and beneficial school life, because of larger associa- 
tions, which extend a child's experience, teach him better manners, 
and broaden him generally. 

16. Fewer pupils leaving school before completing the eight primary- 
grades. 

17. That a greater number of those who finish the eighth grade will go 
to high school. 

18. A great saving to parents in the cost of educating their children 
when the high school subjects are taught. 

19. Greater contentment because good schools are near. 

20. Greater physical comforts and better moral oversight of children 
where transportation is provided. 

21. Better health of the children because of better hygienic conditions. 

22. More regular attendance and better discipline. 

23. Elimination of petty neighborhood jealousies which interfere with 
work in smaller schools. 

24. Practical elimination of tardiness and truancy. 

25. Close supervision of the work by the Principal. 

26. Means of professional improvement for teachers, through associa- 
tion with other teachers. 

27. Better school officers because of larger number from which to 
select. 

28. A central rallying point for community interests. 

29. A reduced cost of schooling per pupil for each day attended. 

30. Increased land values. 

31. A good class of permanent rural citizens who would otherwise move 
to town to educate their children. 

32. A school as efficient for the farming communities as the city school 
is for the city. 

33. A higher standard of education for the community. 

34. A stimulation for other progressive movements in the community. 

35. Same opportunity for the poor as for the rich. 

36. Better supervision by county superintendents. 

Arguments For Consolidation. 

It is not our purpose to enlarge upon each one of the thirty-six 
advantages of consolidation just stated, but to present, as clearly 
as we can, the large gains that would come to our rural schools 
from the adoption of consolidation. We may boast as we will of 
our present rural school system, but it is far from satisfactory — 
and for three chief reasons: First, its tendency is to secure teach- 
ers not fitted by age, experience, or training to perform the tre- 
mendously difficult and important task of training and teaching 
children ; second, it renders impossible the proper grading of the 
schools, without which even the good teacher cannot succeed ; and 
third, it does not provide for any schooling above the eighth grade, 
and therefore puts the farmer who naturally desires more educa- 
tion for his children to the necessity of sending them to town at 



8 

great expense — at a time too, when they should not be away from 
honjie — or of moving to town with his family. 

As to the teacher: A majority of the teachers in the rural 
schools are young women from seventeen to twenty-one years of 
age. It is perhaps safe to say that a majority of these are without 
normal school training. Many of them are only eighth grade 
graduates who have prepared themselves for certificates by at- 
tendance upon the county institutes. There are, of course, many 
cases where excellent teachers are secured for the country schools. 
But as a rule, under present conditions, the good teacher will not 
take a country school if she can get any other — and she generally 
can. Now the strength of the school depends almost absolutely 
upon the strength of the teacher, and it is unfortunate, to say the 
least, that the rural schools under the present system, secure the 
less capable teachers. It must be apparent that the consolidated 
school, which would add greatly to the interest of the work, brings 
the companionship of other teachers and the guidance of a capable 
principal, releases the country teacher from the nightmare of 
an ungraded school, and inevitably results in raising the standard 
of efficiency among the teachers of the rural schools. 

As to grading : Under the present system it is no unusual thing 
for the teacher in the rural school to hear from twenty-five to thirty 
classes a day. This gives from ten to twelve minutes to a recitation," 
which is wholly inadequate. Suppose three districts were consolidat- 
ed, and only the same work were covered. There would still be 
twenty-fivfe or thirty recitations, but it would be distributed among 
three teachers, and ample time would be available for each recita- 
tion. The teacher, instead of being forced to teach everything, 
whether she is -fitted for it or not, could be assigned in a measure, at 
least, to the work or grade for which she is specially fitted. More- 
over, she would have the very great advantage of the supervision 
and direction of an experienced and capable principal — for it is cer- 
tain that the principalship of these schools would attract such men. 
The possibility of grade work is one of the very greatest advantages 
to be derived from consolidation. 

As to advanced work : Work above the eighth grade, or "com- 
mon school," would be entirely at the option of the consolidated 
district. If only this work were given it would be better given, and 
more pupils would take it. But one of the objects of consolidation 
is to provide higher schooling for country children without sending 
them or taking them away from home ; and in most cases, therefore, 
there will be a demand for additinal grades. These should be added 
as they are needed, and not at the expenses of thoroughness in the 
lower grades. The rural high school course, while following in 
some respects the high school courses of the cities, should differ 
from these in some essential particulars. It should harmonize with 
country life, leading to it instead of away from it. While not ne- 
glecting literary training, it should emphasize the natural sciences, 



and should be strong in agrculture, manual training, and domestic 
economy. Such a course will be prepared and published in due 
time by this Board. 

A Neighborhood Center. 

The consolidated school should be the natural gathering place 
for the social, intellectual, and industrial life of the neighborhood. 
An assembly room, or at least an arrangement of sliding partitions 
which would provide as assembly room, should be a feature of the 
consolidated school house. Here could be held lyceum courses, 
literary and agricultural society meetings, farmers' institutes, and 
entertainments of various sorts. Indeed, the fact that such a place 
was available would encourage activity in all these directions, and 
would thus add greatly to the attractiveness of country life. This 
advantage of consolidation is not quite so obvious as some of the 
others that have been mentioned, but it is certainly worthy of care- 
ful consideration. In direct connection with it, is the matter of 
"school spirit." It must be perfectly evident that there will be more 
enthusiasm for school when the attendance is greater, the classes 
larger, and the spirit of emulation both in study and in sports more 
keen. One of the very first effects of consolidation, as shown in 
the experience of our own state and other states, is to hold the boys 
and girls in school — simply because school is more interesting. 

A Farmers' Movement. 

About sixty per cent, of the people of Oklahoma live in the 
country. The prosperity and happiness of this great rural popula- 
tion, as well as its contribution to the general upbuilding of the 
state, depend chiefly upon two things : success in agricultural pur- 
suits, and the standard of excellence maintained in the rural schools. 
It is a fact that the work of improving our rural schools has not 
kept pace with the progress toward better methods and better re- 
sults in farming. It is doubtful if the country schools are as good 
as they once were, since there was a time when men and women 
of mature years could be secured to teach them. Many plans have 
been proposed to try to make the isolated rural schools meet the re- 
quirements of modern times, and practically all who have given at- 
tention to the matter, and have kept watch upon the various ex- 
periments tried, are agreed that the plan of uniting small districts 
into larger and more adequate school units has proven the most 
effective. It ought to be a farmers' movement. Its strongest fea- 
ture is its certainty of making farm life more attractive and sue 
cessful. It need hardly be said that children who are sent to town 
for their schooling are almost inevitably educated away from coun- 
try life. The problems they solve, the compositions they write, 
the influences they encounter, all tend to the same end. This is 
not to say that country boys and girls should be deliberately edu- 
cated away from the city. Much of the best manhood and woman- 



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WAITING FOR DISMISSAL. 




READY FOR THE RIDE. 



11 

hood of the cities comes from the country, and always will. But 
the tendency to drift to the town is already over-strong-, and the 
real attractiveness and opportunity of country life should have the 
utmost chance to assert itself. The boys and girls of the country 
are entitled to the pleasures and refining influences of music, liter- 
ature, and other forms of culture just as much as the city's boys and 
girls. The consolidated rural school will bring these things to the 
country children, so that they may be enjoyed by all, whereas 
under the present system these advantages are reserved too largely 
to those who leave the country and go into the towns to finish their 
schooling. 

Cost. 

The cost of the new system, as compared with the old, is the 
most difficult problem to deal with when the question of consolida- 
tion is broached. There are two ways of looking at it: the actual 
cost of maintaining the consolidated school, as compared with the 
actual cost of maintaining the schools which have been consolidat- 
ed; and the cost of schooling for each pupil per day's attendance 
under consolidation, compared with the similar cost under the old 
system. We shall hereafter refer to this last as the per capita cost. 

Briefly, it may be said that in Oklahoma experience has shown 
that the actual cost under consolidation is somewhat greater than 
under the old system, and that the per capita cost is materially 
less. In some parts of the United States it has been found that 
even the actual cost under consolidation is somewhat less; but this 
occurs where the rural schools have a very small enrollment and 
where the number of teachers may be reduced under consolida- 
tion. In Oklahoma the enrollment in the rural schools is relatively 
large, and it is impossible under consolidation materiallv to reduce 
the number of teachers, especially since consolidation invariably re- 
sults in stimulating and enlarging the attendance. We believe the 
following is a conservative statement of the cost of maintaining a 
consolidated school of four rooms, including transportation of pu- 
pils. It is made on a basis of one hundred and fifty pupils. 

Per Month. 

One principal $ 75 qq 

1 nree teachers 150 00 

Five wagons 175 00 

One janitor .'..'.'......'.'... 25.00 

Fuel and incidentals ' 20'00 

Cost per month 445 qq 

For seven months 3 H5Q0 

Less per cap. fund from state 225'00 

$2,890.00 
This, counting the interest on the net investment of the district, 
would represent approximately a 5 mill lew on a valuation of 
$600,000, or a 10 mill lew on $300,000. 



12 




' ^ikfcfci: 



QUAY CONSOLIDATED SCHOOL— PAWNEE COUNTY 



13 

Experience in Oklahoma. 

We have instituted a searching 1 inquiry into the consolidated 
schools of Oklahoma, directing - our inquiries to the superintendents 
of the counties and to the principals of the consolidated schools. 
Our questions covered not only the matter of cost, but the subjects 
of enrollment, attendance, transportation, efficiency, and the senti- 
ment of the community toward the new system. With reference 
to the last named point, it may be said, in passing, that every re- 
port unequivocally asserted that the community would be unwilling 
to return to the old system. From many in our hands we select a 
few representative instances. 

Kay County. 

In Kay County, districts 49, 50, and 51 were consolidated. The 
total cost of maintaining schools in these three districts before con- 
solidation was as follows: $3,432.94 for the year 1907, $2,554.42 
for 1908, and $2,391.20 for 1909. The total cost of maintaining the 
consolidated school was $2,913.00 for 1910 and $2,651.09 for 1911. 
That is, the average cost for three years was $2,426.18, for two 
years under consolidation, $2,782.05. This shows an average of 
$355.87 more each year to maintain the consolidated school. These 
figures included the cost of running four wagons in 1910 and five 
in 1911. As to the per capita cost, the report shows that the 
average cost of maintaining school for three years before consoli- 
dation was 17 1-3 cents for each pupil for each day in attendance. 
The average cost for the two years under consolidation was 12 cents 
for each pupil for each day in attendance. These figures plainly 
show that when the increase in length of term and in attendance is 
considered, the people get more for their money under consolida- 
tion than under the old system. 

Quay Consolidated School. 

This is the oldest consolidated school in the state — established 
in 1903. Under date of July 10, 1911, the Principal, Mr. J. T. 
Stripling, gives the following figures as to cost per month for an 
eight months' school, and attendance for the year past: 

Teachers' salaries $ 190.00 

Three wagons 105.00 

Janitor 10.00 

Incidentals 12.50 

Total per month $ 317.50 

Total for eight months 2,540.00 

This, it will be seen, falls considerably below our estimate on a 
previous page for a four-room school. There was an average at- 
tendance of 110 pupils, an average enrollment of 120. The cost of 
the wagons was $100 each, and the service is satisfactory. Mr. 



H 




CANUTE CONSOLIDATED SCHOOL 
WASHITA COUNTY 



13 

Stripling reports the sentiment of the community as "very favor- 
able" to the plan. 

Yale Consolidated School. 

This school was established in 1906. The town of Yale has 
more than doubled in population during that time, and eight teach- 
ers are employed where but three were employed in the beginning, 
so it is impracticable to give the comparative actual cost. But the 
report shows that the per capita cost before consolidation was $2.30 
per month, and at the present time it is $1.70. The district owns 
three wagons costing $120,00 each, and the drivers receive $35.00 
a month each. Of this feature the Principal, Mr. F. H. Reed, writes, 
"It is as satisfactory as any department in the school." He also 
adds : "The new system is entirely satisfactory. There is none to 
prefer the old system. All are proud of our school." The Yale 
school gives two years of high school work, and is accredited bv 
the A. & M. College. 

Canute Consolidated School. 

This school, in Washita county, was opened in November, 1909. 
The Principal, Mr. J. G. Springer, sends us the following interest- 
ing items, under date of July 8, 1911. "The district owns four vans 
or wagons, each costing $172.00. Men are employed to drive these 
wagons for the school term, the district paying $42.57 a month to 
each man. As to the service of these wagons, I will say that it 
could hardly be better. There has been no trouble of any kind. The 
wagons are always on time. They have never been late, not once 
since our school was established. This system entirely cuts out 
tardiness and absence. Our school received one-thircf of all the per- 
fect attendance certificates of the whole county. AVc enrolled 212 
the first year, and 229 last year. The consolidated district levied 
an eight mill tax the first year and had an eight months' school. 
Last year we levied seven mills and had a nine months' school. We 
shall have nine months this year. There is not a man in the dis- 
trict who opposes the plan. One man was not suited the first year, 
and got out of the district. Last year he sent his children to a 
school of two teachers, but he has made arrangements to send to 
our school, pay tuition of $1.50 per month, and deliver his own 
children." T. H. Hubbard, county superintendent of Washita coun- 
ty, writes regarding this same school, under date of July 5th, 1911. 
"The school has given great satisfaction to the people of the dis- 
trict." He adds that two other consolidated schools have just been 
established in Washita county, one at the village of Cowden, and 
the other at Gill. 

Wakita Consolidated School. 

It is the purpose of this bulletin to give the facts, whether favor- 
able or unfavorable to consolidation in any particular. The cost of 



16 




HITCHCOCK CONSOLIDATED SCHOOL— BLAINE COUNTY. 



!7 

this particular school seems to be slightly greater, even on a per 
capita basis, than that of the separate districts. Following are the 
figures covering cost and other data, furnished by the superinten- 
dent of Grant county, under date of July 11th : 

Before Consolidation After Consolidation 

Average cost per pupil per day. . . . 103 1 13 

Average enrollment 133 .175 

Average daily attendance 99^4 142 

Number tardinesses 441 21 

Neither tardy nor absent 4 23 

Common school graduates 1 8 

Otherwise than as to cost, this school makes a splendid show- 
ing. Six wagons are employed for transportation, and it is inter- 
esting to note that these wagons are "home-made" — that is, the 
driver furnishes the "running gears," and covered beds are made 
by local workmen for $55 each. The superintendent writes: "This 
consolidated district is strictly rural, being formed from four ordin- 
ary country districts. It is seven miles from town and has no rail- 
road running through it to help it out on valuation. The people 
are generally well pleased with the school. The only real objection 
advanced is that a few people who live in the outskirts of the dis- 
trict have to be hauled too far, especially in mid-winter. The dis- 
trict is about six miles by six miles. Without a doubt the school 
is a success." The entire cost of maintaining this school for seven 
months last year was $3,368.80. 

Garfield County. 

The following is an extract from a letter from County Superin- 
tendent George Rainey, under date of July 6th, 1911. It shows a 
truly remarkable interest in consolidation in Garfield county. "Since 
April 1, 1911, forty-five school districts have voted on the ques- 
tion and thirt}^ have voted affirmatively. We have organized two 
consolidated schools this summer. In many cases where four dis- 
tricts sought to consolidate, three voted in its favor, while the fourth 
returned a small majority against it, thus killing the whole propo- 
sition and permitting a small minority to rule. We have one con- 
solidated school that has been in operation for two years, and no 
objection is raised by any patron." 

The Hitchcock Consolidated School. 

This ;s a Blaine county school, which has had one year of very 
successful operation. Two districts joined with the village of Hitch- 
cock. Two vans are used costing $160 each. One contract for 
transportation was taken at $40.00 per month, and the other at 
$44.00. Four teachers are employed, the principal at $100 per 
month, one primary teacher at $55, two intermediate teachers at 
$50 each. The janitor costs $40, and fuel $33. per month. Before 



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COPAN CONSOLIDATED SCHOOL 
WASHINGTON COUNTY 



19 

consolidation, the cost per pupil per month was $5 ; after consolida- 
tion, less than $4, — and this includes one year of high school. The 
wagons were not tardy a single time. The attendance was fifty per 
cent, better than under the old system. Mr. D. A. Drake, of Hitch- 
cock, who furnishes these facts, adds: "Not a single patron of the 
school is complaining. We hear nothing but praises for our school. 
All unite in saying that the children learned more in this single 
term than they could learn in two or three terms of the old kind of 
country schools. No pupil has been compelled to walk more than 
one mile and but very few that far. We expect to have two or three 
more districts unite with us this season. If any one doubts the 
feasibility of graded schools for rural districts, let him come to 
Hitchcock and investigate. Ask the farmers who are patrons of 
this school ; not a single one of them would change back to the old 
otder of things. The children are delighted with the nice morning 
and evening rides. Children who formerly were in the habit of 
playing hookey, or of staying home on one pretext or another and 
who had to.be hired or forced to go to school, have been anxious 
to go since they can ride." 

Copan School. 

This school is in Washington county, and was established after 
statehood. The district was originally laid out to contain about 
twenty-eight square miles, with Copan in the center. We quote 
the following from the report of the Principal. W> J. Robinson: 
"We have 250 pupils enrolled and the per cent, of attendance for 
the past two years is about ninety-five. Tardiness of the country 
children has been entirely eliminated. We find that eighty-five per 
cent, of the absence and all of the tardiness is by the town child- 
ren. The drivers have never been tardy in two years. Pupils are 
more interested in their work. There is a certain school and class 
spirit developed which cannot be developed in a country school. 
We have literary societies, base ball teams, school yells, and colors, 
all of which tend to keep the children interested in the school work. 
Pupils can do better work, because they receive better instruction. 
Instead of having all of the grades from one to eight, the teachers 
each have one or possibly two grades to handle." 

Rogers County. 

In this county the districts are not, properly speaking, "consoli- 
dated" schools. They were made large — as large as three or four 
ordinary districts — to start with. County Superintendent B. H. 
Hester, under date of July 22, writes a long and interesting letter, 
from which we have space to quote only the following: "You ask 
for supplemental facts touching the operation of the system in 
my county, either favorable or unfavorable, which have come with- 
in my observation. I may say that my observation during the 
handling of this system has taught me that the system is a success 



20 



¥■ »f~ 




21 \ 

only where it is desired by a large majority of the patrons. A com- 
munity can get a consolidated school before it needs it, or rather 
beofre it is ready for it. This certainly would have been the case in 
many of the districts in this county, had I not gone into these dis- 
tricts dozens of times and spent time and money, gray matter and 
vitality, educating the masses up to the idea. . . .1 find that the lit- 
tle cost added in maintaining these schools, and even the transpor- 
tation system, do not strike the people as unfavorably as they did. 
At the annual meeting in this county, eight districts that had never 
transported children voted for transportation ; and only yesterday 
I received a petition, very unexpectedly, adding district 37 to dis- 
trict 38, doing away entirely with district 37. Twenty-seven pa- 
trons out of thirty-nine in the district signed the petition, and not 
one to whom the petition was presented refused to sign it. There 
are no valid objections to the system, and I find that as the more 
intelligent class of people come in, and those already in the dis- 
trict become educated, the system is praised instead of being ad- 
versely criticised. In district 22 I forced, by sledge-hammer blows, 
the transportation system the first year of statehood ; and for two 
years I had a hard fight to get an additional wagon. Yet last year, 
without my taking any hand in the matter, the district added an- 
other wagon. They would not hear of having the system changed." 

Consolidation in Other States. 

It has been remarked that many other states are trying the con- 
solidation plan. In Massachusetts, Maine, Minnesota, Ohio, Vir- 
ginia, Illinois, Iowa, Kansas, Nebraska, Vermont, West Virginia, 
Indiana, Michigan, New Jersey, Washington, South Dakota, Ar- 
kansas, California, Idaho, New Hampshire, New York, Oregon and 
North Carolina the plan is in operation to a greater or less extent. 
In Missouri, the law providing for consolidation has resulted in 
but few consolidated schools owing to the absence of a provision 
for the transportation of pupils. Indiana is the leader in the move- 
ment, the statistics of 1908 showing 1,611 small schools abandoned; 
386 consolidated schools established; 19,109 pupils transported at 
an average daily cost of $2,304.50, or 12 cents each per day; 1,116 
wagons carrying school children, running at a cost of $2.07 a day 
for each wagon. 

It is impossible, and it would not be desirable, to quote in detail 
the experience of these states. Instead of doing this, we shall quote 
from the latest reports some data concerning a few consolidated 
schools in Nebraska and Kansas — states dealing with condi- 
tions very similar to those existing in Oklahoma. These extracts 
are taken from the very valuable bulletin, "Consolidation of Rural 
Schools," issued bv the Department of Public Instruction of Ne- 
braska, 1910. 



11 




23 

The Sholes School, Nebraska. 

This is a district formed by the consolidation of districts 30, 67, 
and 76, in Wayne county, Nebraska. 

"The school is housed in a $6,000 two-and-a-half story frame building, 
containing four recitation rooms, one laboratory, furnace room, and. small 
shelved rooms for library and text-books. The entire building is heated 
with a hot air blast furnace, and has a perfect system of ventilation. 

"The attendance has increased greatly. When a pupil in a rural school 
is doing irregular, fragmentary work in a class by himself, it is easy to re- 
main absent for the most trivial excuse. In the large class, which pro- 
gresses in orderly sequence from day to day, the pupil can be made to feel 
a distinct loss for every day's absence; hence he guards against absence. 

"The big boys and girls also remain in school. The attraction of num- 
bers, the incentive of competition, the social features of the school, the 
singing and literary exercises, the games, the pleasant, well-ventilated school 
rooms, the library, the superior teachers and the love of learning, all com- 
bine to hold them in school. 

"Under this system the farm becomes the ideal place to bring up child- 
ren, enabling them to obtain the advantages enjoyed by our centers of popu- 
lation, and yet to spend their evenings and holiday time in the country, 
'under the constant, wholesome and tender care of father and mother as 
they gather around the fireside after supper, and in contact with nature 
and plenty of work, instead of idly loafing about town.' 

"The State of Nebraska should be proud of what the farmers in three 
districts surrounding Sholes have done. It has been done by country peo- 
ple of moderate circumstances without a cent donated by outsiders. What 
this community has done other communities in Nebraska can do. 

"Following are some quotations collected from parents of the Sholes 
district: 

'' 'The system is indeed a success. My children never learned as they 
are learning now, and they have a greater interest in school than ever be- 
fore.' 'Our school compares very favorably with any town school in work 
done.' (From a man who has had children in school in different towns 
where he has lived.) One mother who has sent, her children to the same 
teacher in the country school who has charge of the intermediate room 
Soys: 'My children learn fully twice as fast now under the same teacher 
as they did before.' One farmer says: T can't keep my children home any 
more. They like the association with others of the same age and same de- 
gree of advancement.' Another farmer says: 'There is simply nothing like 
it. It's the only system. The little ones can go more regularly in winter 
because the older boys take them even on stormy days.' Another says: 
'Nothing can be said too strongly in favor of it for me.' From one and all 
comes, 'They learn faster and are more contented and interested in the 
work.' They like it better all the time; farmers hired men to husk corn last 
winter that their boys might stay in school. Was that very often done 
before?" 

The Burns School, Marion County, Kansas. 

The following extracts are from a report of the consolidated 
school at Burns, Marion County, Kansas, made by C. C. Starr, as- 
sistant state superintendent, after a personal visit. We regret very 
much that we cannot publish this report in full. 

"The Burns school was consolidated in 1904. The district was originally 
formed out of five separate school districts. In 1906 an additional district 
made application for admission to the consolidated district and it was ad- 
mitted, so that now the consolidated district consists of what were originally 
six separate school districts, and the area comprised is forty-three square 



24 

miles, or considerably more than a congressional township. While the last 
district that joined the consolidated district is farther from the central 
school than is ordinarily advised for such districts, that district estimated 
that the advantages of the consolidated school would be superior to the 
disadvantages of the long distance to school. Experience has demonstrated 
the truth of this. 

"After extensive inquiry, no person could be found in the district who 
would be willing to go back to the old system of separate small schools. 
There is a general belief that the schools are far better than under the old 
plan, and that the community, through consolidation, has taken a long step 
forward educationally. 

"J. S. Crawford, who has been> treasurer of the consolidated school dis- 
trict since its organization, and who before consolidation was a teacher in 
the Burns school, gave the following information: 

" 'Most of the drivers of the wagons are trustworthy young men attend- 
ing the high school. On the whole they prove to be the most satisfactory 
drivers. One wagon is driven very satisfactorily by a woman. The wagons 
are owned by the district and can be entirely closed. The drivers contract 
to keep the wagons in repair. The cost of the wagons was $130 each. There 
are plenty of applications by persons desiring to secure an appointment as 
driver. During the day the teams are kept in the sheds that have been 
erected on the school-grounds.' 

" 'In practice the pupils see the wagons coming and are ready to enter 
as soon as the wagons arrive. No difficulty has been experienced on ac- 
count of waiting for pupils who are not ready. There is no demand for a 
mode of transportation other than the one now in use.' 

" 'Fewer, on account of sickness, are absent from the country than from 
the town. In case of sickness the pupil is taken to the doctor, and if ad- 
visable, the pupil is driven home in a closed carriage at the expense of the 
district.' 

" 'All the patrons of the district are satisfied with the consolidated school. 
The schools are now 100 per cent, better than they were before consolida- 
tion.' 

" 'The increase in the value of real estate throughout the consolidated 
district on account of the consolidated schools is at least five dollars per 
acre. The first question asked by the people wanting to buy land in the 
neighborhood is whether the land is inside consolidated districts. I have 
known a number of men having refused to purchase land because it is lo- 
cated outside of the consolidated district.' " 

Ohio and North Carolina. 

Since the preparation of this bulletin was commenced, it was 
reported to us that consolidation was not proving altogether suc- 
cessful in Ohio and North Carolina. In order to satisfy ourselves 
as to this report we addressed letters to the State Superintendents 
of these states, advising them of these rumors, and asking for a 
statement of the facts. The following replies were received, the 
first from the State Commissioner of Common Schools, of Ohio, 
the second from the Superintendent of Public Instruction, of North 
Carolina. 

Columbus, Ohio, July 10, 1911. 
Hon. A. C. Scott, 

Oklahoma City, Okla. 
My dear Sir: 

Wherever schools have been properly consolidated in Ohio and cen- 
tralized fully, there has been no retrogression; but if started in a haphazard, 
half-hearted way, it often fails as other things do which are done in a poor 



25 

manner. Let me repeat that properly consolidated and centralized schools 
in Ohio at© a success and are multiplying every year. We have now about 
two hundred centralized schools in Ohio and more are being formed. "' 

Very respectfully, 
F. W. MILLER, Commissioner. 

Raleigh, N. C, July 10, 1911. 
Mr. A. C. Scott, 

Oklahoma City, Oklahoma. 
Dear Sir: 

Your letter is the first suggestion I have had of the failure of the plan 
of consolidation of schools in this State. Our records show that hundreds 
and hundreds of districts have been consolidated, and that fact, together 
with the assurance that the progress of consolidation is still going on, al- 
though slowly, in this State, will certainly counteract any statement to the 
contrary. I should also like to say that the last General Assembly, in ses- 
sion in February of trys year, provided for the transportation of pupils at 
public expense in consolidated districts. We have one man connected with 
this office now who has been giving a great deal of time to the study of 
consolidation of schools and the transportation of pupils in this and other 
States, and we have ready now for the printer a bulletin on this subject 
prepared by him. We are printing this bulletin for the benefit of our sup- 
erintendents and county board of education, with the hope that still greater 
interest will be established in consolidation and transportation. In two or 
three instances in this State transportation at public expense has alrady 
been undertaken. Within a few miles of the capital, possibly fifteen or 
twenty, we have a twelve thousand dollar brick building in a consolidated 
district, right in the country. The report of the Inspector of Public High 
Schools, which I am sending under separate cover, will show you pictures 
of the buildings in some of our consolidated school districts. Most of the 
public high schools are in consolidated districts. 

Very truly yours, 

J. Y. JOYNER, 
Superintendent Public Instruction. 

How to Consolidate. 

Meetings to vote on the question of consolidation may be called 
by the district clerk; or they may be called by the district board of 
each district concerned, upon written application of one-third of the 
voters of the respective districts. We recommend the latter plan. 
We also recommend that the county superintendent be first con- 
sulted and his co-operation obtained. At least ten days' notice 
must be given of the time, place, and purpose of the meeting. The 
notices must be signed by the district clerk and posted in five pub- 
lic places in the district, one of which shall be on the outer door of 
the school house. The notices in each district must state what 
districts it is proposed to consolidate. The clerk must make a rec- 
ord of the order of the board calling the meeting. This record 
should be signed by the director and clerk. A majority of all votes 
cast in the proposition in each district is necessary to secure con- 
solidation. Women are entitled to vote. 

Subsequent Procedings. 

If the proposition for consolidation carries in all the districts, 



26 

the county superintendent will ,upon notification of the result, make 
an order disorganizing - the districts and will call a general meeting 
for the purpose of organizing the consolidated district. In the new 
organization, if more than two districts unite, not more than one 
member of the new board can be chosen from any one of the old 
districts. . 

Transportation. 

The old law has the following provision with reference to con- 
solidation : "It shall be the duty of the District Board (of consoli- 
dated schools) to provide transportation to and from school for all 
pupils living one and one-half miles or more therefrom, in suitable 
vehicles of ample size, with comfortable seats, arranged to conform 
to the sizes of the pupils to be carried, with an adjustable cover for 
the comfort and protection of the pupils, drawn by stout, gentie 
teams and driven by persons of good moral character, who shall 
have control of said pupils during their transportation." The last 
legislature amended this law as follows: "Provided, however, that 
when a majority of the voters voting at a special meeting callerl by 
proper notices as provided by law shall vote to do away with the 
transportation by the district, then transportation shall not be man- 
datory." As will be shown later, however, if transportation is dis- 
continued, no state aid will be available for such consolidated 
district. 

Indebtedness of Disorganized District. 

If any disorganized district has a bonded indebtedness, the 
identity of such district is maintained for the purpose of liquidating 
this indebtedness, and the county commissioners levy annually a 
tax on the territory of such disorganized district to meet the obliga- 
tion when due. The property of a disorganized district is to be 
sold, and the proceeds go first to the payment of warrant or iloat- 
ing indebtedness, and shall then apply on its bonded indebtedness ; 
and any residue shall go to the consolidated district. 

State Aid. 

The last legislature provided state aid, first, for the union grad- 
ed or consolidated schools already established, and second for dis- 
trict schools not less than twenty-five square miles in area which 
shall be established. In the first case proof must be made that 
a union graded or consolidated school district has been formed 
for a term of not less than six scholastic months, and has employed 
at least three teachers, and has had an actual attendance during said 
term of not fewer than one hundred and thirty scholastic pupils 
residing within the boundary of said district, and that transporta- 
tion has been furnished as provided by law, and that a suitable 
building of not fewer than three rooms has been constructed; and 
this proof must be approved by the State Superintendent of Public 
Instruction. In the second case the same proof must be made ex- 



27 

cept that the number of pupils need not be shown; and in additon 
it must be shown that the district is not less than twenty-five square 
miles in area. When these facts are shown, the district is entitled 
to have a warrant drawn by the State Auditor upon the State Treas- 
urer for a sum not to exceed one-half of the cost of the building-, 
and in no case to exceed $2,500. It is further provided that the 
State Board of Education "may decrease this amount if in its judg- 
■ ment the amount is greater than a fair proportion belonging to one 
district." This law is printed in full as an appendix to this bulle- 
tin. 

The Fund, and the Available Amounts. 

The particular fund from which these sums are to be paid comes 
from the rentals and the sale (authorized by the last legislature) of 
sectidr>s 33, together with certain indemnity lands, in (old) Greer 
County. We are authorized by the State School Land Department 
to say that these lands will be placed on sale as conditions seem fa- 
vorable to securing the best returns. It should be borne in mind, 
however, that the sales will be made on the deferred payment basis 
of the other public lands. 

The law provides that the State Board of Education, in appor- 
tioning said funds, "shall make such rules and regulations as shall 
ultimately result in a fair and equitable distribution of said fund to 
the different counties of the state, in proportion, as nearly as may 
be possible, to the scholastic population outside of cities of the 
first class." It might very plausibly be urged that those districts 
which have the enterprise and foresight to consolidate at an early 
date, or which have" already consolidated, should be paid in full, leav- 
ing the more backward ones to take their chances with future legis- 
lation. But this is not in accordance with either the letter or the 
spirit of the law. The Board has determined upon the following 
* rules and regulations" as strictly carrying out the terms of the 
the law. 

CI) The total amount of the fund shall be ascertained, including the 
value of sections 33, the amount of money now on hand from rentals of said 
sections 33 and of indemnity lands taken in lieu thereof, and the amount 
on hand from sales of certain of said indemnity lands. 

(2) The amount of said total sum due to each person of school age in 
the state outside of cities of the first class shall be ascertained by dividing 
said total sum by the number of persons representing the school population 
outside of cities of the first class. 

(3) The amount of said total sum due to each county shall be ascertain- 
ed by multiplying the scholastic population of each county, outside of cities 
of the first class, by the per capita amount as ascertained in (2). 

(4) From the amount of funds at any time on hand from either rentals 
or sales of lands in question, consolidated districts entitled under the law 
to state aid shall be paid the amount found to be due them, in order of the 
filing of their applications. The Board shall determine said amount, tak- 
ing into account all the circumstances affecting both the county and the dis- 
trict. 

(5) Amounts due to counties and not paid out are subject to readjust- 
ment at reasonable intervals in accordance with the fluctuations of the 
rural school population. 



23 



A careful estimate of the sum shows that it amounts to 
480.87. Of this amount there is on hand $57,947.64. From the 
method above indicated it is found that the amount set opposite 
the name of each county in the subjoined table will be due to said 
county, and will be paid to consolidated districts within said county 
under Rule (4). 



Name of County Amt. Due County 

Adair $ 3,943.50 

Alfalfa 6,278.80 

Atoka 5,084.20 

Beaver 5,097.40 

Beckham 6,233.70 

Blaine 6,402.00 

Bryan ........ 8,934.20 

Caddo 10,695.30 

Canadian -. 5,698.00 

Carter 6,914.60 

Cherokee 5,121.60 

Choctaw 6,573.60 

Craig 4,683.80 

Cimarron 1 523.50 

Cleveland 5,662.80 

Coal 4,786.10 

Comanche ....... 11,788.70 

Creek 6,271.10 

Custer 7.528.40 

Delaware ....... 4,298.80 

Dewey 5,965.30 

Ellis 5,468.10 

Garfield 6,854.10 

Garvin ......... 8,985.90 

Grady 7,263.30 

Grant 7,075.20 

Greer 4,675.00 

Harmon 4,359.30 

Harper 2,803.90 

Haskell 6,638.50 

Hughes 8,325.90 

Jackson 7,081.00 

Jefferson , . 5,209.60 

Johnson 6,967.40 

Kay 8,275.30 

Kingfisher 6,018.10 

Kiowa 8,406.20 

Latimer 3,824.70 



Name of County Amt. Due County 

LeFlore Il,127.o0 

Lincoln 14,152.60 

Logan 7,104.90 

Love 4,175.i>0 

Major 5,913.60 

Marshall 4,470.40 

Mayes 4,808.10 

Murray 4,518.80 

Muskogee 9,332.40 

McClain 5,157.90 

McCurtain 6,905.80 

Mcintosh 7,712.10 

Noble 4,247.10 

Nowata 3,191.10 

Okfuskee 7,881.50 

Oklahoma 4,296.20 

Okmulgee 6,922.20 

Osage 6,040.10 

Ottawa , . 4,815.80 

Pawnee 6,462.50 

Payne ........ 7,530.60 

Pittsburg 11,239.80 

Pontotoc 7,564.70 

Pottawatomie 12,005.40 

Pushmataha 3,265.00 

Roger Mills 5,222.S0 

Rogers 5,901.50 

Seminole 6,900.30 

Sequoyah 9.006.80 

Stephens 8,195.00 

Texas 5,240.40 

Tillman 8 465.60 

Tulsa 5,154.60 

Wagoner 6,475.70 

Washington 3,081.10 

Washita 10,241.!»0 

Woods 5,363.^0 

Woodward 4,859 80 



APPENDIX. 



The State Aid Law. 



Be it enacted by the People of the State of Oklahoma. 

Section 1. All the lands and funds that have heretofore been or may 
hereafter be derived from the sale thereof, embraced in Section 33 according 
to the United States survey, located in Greer county, as the county existed 
prior to November 16th, 1907, together with all lands selected in lieu there- 



29 

©f, and the proceeds cf all rentals, interests and sales accrued, or that may 
accrue therefrom shall be set aside and credited to a fund which is hereby 
created, to be known. as the "Union Graded or Consolidated School District 
Fund," the same to be used only. to assist in constructing or paying for 
school buildings for consolidated school districts, that, have been or may 
hereafter be constructed under existing laws pertaining to consolidated 
school districts. 

Section 2. The Commissioners of the Land Office are authorized and 
directed to sell and convey the lands described and set aside in Section 1 
of this Act; same to be sold under the provisions, limitations, exceptions, 
rules, and regulations of lands sold under amended Senate Bill No .1, ap- 
proved March 2nd, 1909, the same being Article 2 of Chapter 28 of the Ses- 
sion Laws of Oklahoma, 1909, or as may be hereafter provided by law. 

Section 3. Such funds as have now accrued by virtue of rentals, and 
such as may hereafter accrue by virtue of rentals, and the proceeds of sale 
and interest thereon, prior to January 1st, 1913, are hereby appropriated and 
placed at the disposal of the State Board of Education, subject to the con- 
ditions and limitations contained in this act. 

Section 4. . The State Board of Education in apportioning said fund shall 
make such rules and regulations as shall ultimately result in a fair and 
equitable distribution of said fund to the different counties of the State, in 
proportion, as nearly as may be possible, to the scholastic population out- 
side of cities of the first class. 

Section 5. In any union graded or consolidated school district that has 
been formed for a term of not less than six scholastic months, and has em- 
ployed at least, three teachers, and has an actual attendance during the said 
term of not fewer than one hundred thirty scholastic pupils residitag within 
the boundary of said district, (the district having furnished free transporta- 
tion to such as are contemplated by the law provided for consolidated 
school district), and that has already constructed and furnished a suitable 
building of not fewer than three rooms, upon making proof of compliance 
with the foregoing provisions approved by the State Superintendent of Pub- 
lic Instruction, shall have drawn by the State Auditor upon the State Treas- 
ury against said building fund in favor of the treasurer of said consolidated 
school district, a warrant for a sum not to exceed one-half the cost of said 
building. Provided, that in no case shall any district receive a sum exceed- 
ing twenty-five hundred ($2,500.00) dollars, from the appropriation herein 
made; provided, that the State Board of Education may decrease this 
amount if in its judgment the amount is greater than a fair proportion be- 
longing to one district. 

Section 6. Whenever a school district of not less than twenty-five (25) 
square miles in area shall have been established and conducted for a period 
of not less than six months under the terms of existing laws with reference 
to the consolidation of schools, and a building containing not fewer than 
three rooms, suitably constructed, equipped and furnished shall have been 
built, and a graded school employing not less than three teachers shall have 
been conducted for a term of not less than six months, upon making proof 
of compliance with the foregoing provisions approved by the State Superin- 
tendent of Public Instruction shall have drawn a warrant in favor of the 
district treasurer as provided in Section 5 of this act. 



For Additional Information 

The most valuable information with reference to consolidation 
isjthat based on the facts of experience. We therefore advise those 
who are desirous of looking up the subject in all its aspects, and of 
ascertaining more fully the results of experience in other places, to 
write to the State Superintendents of those states where consolidated 
schools have been established, particularly of those states where 
conditions are similar to ours, for their latest publications on the 
subject; also to Dr. A. C. True, office of Experiment Stations, 
Washington, D. C, for the very valuable pamphlets on consolidation 
issued by the Government. 



LIBRARY OF 



CONGRESS 



029 485 022 3 



